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# Lesson Plan 03/07/14

## Identifying Proportional Relationships

Standards
CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional
relationships between quantities.
CCSS.Math.Content.7.RP.A.2a Decide whether two quantities are in a
proportional relationship, e.g., by testing for equivalent ratios in a table or
graphing on a coordinate plane and observing whether the graph is a straight
line through the origin.
CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit
rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships.
CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by
equations. For example, if total cost t is proportional to the number n of items
purchased at a constant price p, the relationship between the total cost and the
number of items can be expressed as t = pn.
Standards for mathematical practice: 1. Make sense of problems and
persevere in solving them 2. Reason abstractly and quantitatively 3.
Construct viable arguments and critique the reason of others 4. Model with
mathematics 5. Use appropriate tools strategically 8. Look for and express
regularity in repeated reasoning

Objective
Students will be able to determine if a linear relationship is a direct variation
from a table, an equation, and a graph.
Introduction (10 minutes)
o Which of the following is the correct solution of y=kx for k? (4 different
choices on the smart board)
o Given the equation y=8x;
When x =3, what is y?
Which of the following is NOT an (x,y) coordinate for this
relationship? (4 choices on smart board)
Which of the following is a graph of the relationship? (4 different
graph choices are on the smartboard)
Is this relationship proportional? (yes or no)
If this relationship is proportional, what is the constant of
proportionality?
o Is the following relationship proportional (yes or no)
X 3 4 5 6 7 8
Y 9 12 15 18 21 24
If it is, what is the constant of proportionality?
Go over homework #6 on the smart board, collect
Hand out Lesson 9b
Ask a student to read the target for the lesson
o I can determine if a linear relationship is a direct variation
(proportional) from a table, an equation, and a graph.

Instructional Plan (30 minutes)
Complete Lesson 9b together with students
o Lesson 9b has 4 examples of proportional and non-proportional
relationships. In each example one of the following is given; graph,
table, or direct variation equation. The other two are left blank. We
must use the given information to complete the two missing pieces.
Using the smart notebook document and the Lesson 9b worksheet, I
will guide the students through all four examples.
o The goal is for students to see that we can use one expression of a
proportional relationship to find or create the other two (i.e. when we
are given a table, we can use the table to make a graph and to find the
direct variation equation).
Hand out group activity worksheet
Group Activity
o On every desk in the classroom there will be an index card with a
proportion problem. All desks in the same group have the same
problem. There are 7 groups, and therefore 7 different problems.
o In order to ensure students get to visit as many groups as possible, I
will set a timer of 4-5 minutes on the smart board to help students
stay on track and complete their work on time.
o Students will begin by completing the problem on their own desk
either independently, or with the help of group members.
o Once all students in a group have completed the problem, students
will be instructed to discuss their solution and how they went about
finding it with their group members.
o Once each group has finished discussing the problem (or the timer
goes off), all members of all groups will stand up and move to the
table to their left.
o Students will then complete the new problem that is on their desk at
the next group under the same time limit.
o Each group will have to hand in one paper with everyones name with
detailed solutions to problems 1-7
o Each student knows his or her number in a group (1-4) (ask them to
show me their number with their fingers). These numbers will be
used at the end for random reporting
Random reporting will be done by having my calculator pick a
random number from 1-4
That # person in each group will then have to hand in the
completed activity paper for their group to be graded
o Students will be stopped with 5 minutes left in class in order to
complete their exit ticket.
o While students work I will be walking around to monitor each groups
progress and assist them when necessary.
Possible Questions: What happens to one variable as the other
changes in a direct variation? What does the constant of
variation represent in this problem? How can you use an x and
y value to find the constant of variation? How can you use the
equation of an direct variation to find out? What do you
notice all of the direct variations have in common? In a direct
variation, what happens when the x/y is equal to 0? Can the
x/y value here be equal to 0? How does a table help you
determine whether a relationship is a direct variation?
Hand out exit ticket while students are working in their last group

Closure (5 minutes)
Exit Ticket
o On the smart notebook document there will be 7 questions about
graphs, tables, and direct variation equations. Students will complete
these questions and hand them in as they exit the classroom.
1. How can you tell if a relationship is proportional by looking at a table?
2. How can you tell if a relationship is proportional from looking at a graph?
3. What does a direct variation equation tell us about a proportional
relationship?
4. How can you use a table to find a direct variation equation?
5. How can you use a graph to find a direct variation equation?
6. How can you use a direct variation equation to make a graph?
7. How can you use a direct variation equation to find a table of values?
o